Phonics Meeting (Insert School) - 2018

Children need to learn to read, before they can read to learn. At (insert school) we use a systematic phonics programme called ‘Letters and Sounds’. Alongside this programme, I use the ‘Jolly Phonics’ actions and songs. In (insert class) we have a daily phonics session of approximately 20 minutes.

At (insert school) we… Start by sending home books with no words and character names/pictures. When children begin to read CVC words (dog), we start sending home books with words. Children then work through our school scheme at their own pace. We also send home small blue books, containing the sounds we have covered during the week. Please practise these at home with your child. The quicker they can name the sounds, the better. Please return each Wednesday. Your child will also bring home a wallet with flashcards. There are 100 ‘high frequency’ flashcards in total. The children need to be able to just read these words, without sounding out. Please return each Monday.

Phonics Terminology Phoneme – is a sound you can hear. There are approximately 44 phonemes in the English language. Phonemes are put together to make words. Grapheme – a phoneme when it is written down. Graphemes can be made up of 1 letter ‘a’, 2 letters ‘sh’ (digraph) or i-e (split digraph), 3 letters ‘igh’ (trigraph) or 4 letters ‘ough’ Blending – reading a word by putting the graphemes together. I see the word cat, I recognise the graphemes c-a-t and I can blend the phonemes and hear the word says cat. Segmenting – the skill needed to write a word, hearing all the phonemes in a word. I want to write cat and I can segment the word and hear I need c-a-t. Sound buttons – we add these to words, to help the children with segmenting to read. I will show you on the board.

‘Letter and Sounds’ - Order: Phase One is covered during nursery Phase Two, Three and Four are covered during Reception Phase Five is covered throughout Year One Phase Six is covered throughout Year Two Phase Four No new phonemes Phase Two 1. s a t p 2. i n m d 3. g o c k 4. ck e u r 5. h b f ff l ll ss Phase Three 6. j v w x 7. y z zz qu Then: ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Year One - Phase Five The same phoneme can be represented in more than one way. At the end of Reception and into Year One, the children learn alternative graphemes. rain say cake light tie time sky cat kennel choir Some graphemes also have alternative pronunciations. c – cat and cent g – get and giant ow – cow and blow

It is important that each phoneme is pronounced clearly and without a ‘uh’ on the end. Mr Thorne has lots of videos on YouTube to help with pronunciation. https://www.bing.com/videos/search?q=mr+throne+does+phonics+pure+sound&&view=detail&mid=5B7EF78A04C5BD0E42E85B7EF78A04C5BD0E42E8&&FORM=VRDGAR We teach the children the sound each alphabet letter makes. Alongside this we teach them the name of each letter.

Tricky Words Phase Five: These are words that don’t sound out. The children just need to know how to read these words. We teach these as we work through the phases. These words will come home in the 100 high frequency word packs, individually paced for each child. To start with children need to be able to read these words. They then learn to spell them. Phase Five: oh, their, people, Mr, Mrs, looked, called, asked, could Phase Two: the, no, to, go, into, I Phase Three: he, she, we, me, be, was, my, you, they, her, all, are Phase Four: said, so, have, like, some, come, were, there, little, one, do, when, out, what

What happens in (insert class): We have a 20 minute phonics session everyday, first thing in the morning. We listen to the children read individually at least once a week. We share a class story every afternoon. There are reading, writing and phonics based activities set out in the classroom each week. We do focused Literacy activities each week. We make learning as multisensory and active as possible, as we know this is how children learn best.

What can you do to support your child at home? Read at home with your child. Little and often is best. Talk about the pictures, how characters are feeling, make predictions etc. Practise the sounds your child brings home in their blue book. Learn the action together and practise forming each letter correctly. Practise the high frequency words in your child’s wallet. In the car, play games. I can see a sh-ee-p. What can I see? Use magnetic letters on the fridge to build words. Play snap with tricky words. Continue reading to your child, so they can hear and discuss a wide range of books.